PEP《英语》六（上）Unit 6 How do you feel？Part A Let’s learn

文|江小云

教学过程

Step 1. Warming-up（略）Step 2. Let’s learn（略）

Step 3. Learn the story“Sarah and Her Cat”

1. Picture 1

T: We know The Color Monster. Now let’s read a story about Sarah. The name of the story is ...

Ss: Sarah and Her Cat.

T: What’s the cat like?

S1/2/3: The cat is cute/fat/brown...

T: How do they feel?

S4/5: They are/feel happy.

设计意图：学生通过观察和问答，逐步获取关于Sarah 与cat的外貌、情绪等信息，培养学生观察与辨析的能力。

2. Picture 2

T: Is Sarah happy now?

S1: No. She is angry.

T: Why?

S2: Maybe the cat is bad....

T: Look. The water is on the floor. What does Sarah say?

S4: You! Bad cat! You broke my cup.

学生尝试扮演Sarah。

T: What will the cat say?

S5: Meow～Meow～

T: How does the cat feel?S6: It is afraid.

T: Yes. And she feels sorry too. Alright. Group 1 & Group 2,you are Sarah, you are angry.

Group 3 & Group 4, you are the cat, and you are afraid and sorry. Act out this picture,please.

学生分大组扮演角色。

T: The cat broke Sarah’s cup, so（呈现填空文本）Sarah is____ with the cat. And the cat is ____ of Sarah.

学生选afraid/angry 完成填空。

设计意图：在角色扮演时，教师引导学生注意表演的情绪与状态，带领学生更好地“浸”入情境。because 这个词，学生五年级时就已经接触学习。借助填空练习引导学生词组搭配be afraid of 与be angry with。

3. Picture 3

T: One day, the cat is ill.What does“ill”mean?

S: The cat is not well.

学生通过very well 与not well 来理解ill 的含义。

口头填空：

How Sarah ?

S1: How does Sarah feel?

S2: She is/feels sad and worried.

T: What does Sarah say?

S3: How are you, my cat?

学生尝试扮演Sarah。

T: What will the cat say?

S4: Meow～Meow～

T: Alright. Group 1 &Group 2, you’re Sarah, and you’re sad and worried. Group 3& Group 4, you’re the cat, and you’re ill. Let’s act.

学生分大组扮演角色。

T: What will Sarah do?

S5: She will go to the pet hospital.

T: So Sarah says...

SS: Let’s go to the pet hospital.

设计意图：学生在图片以及旧知not well 的帮助下，能直观理解ill 的语义。同时该环节复现了六（上） Unit 1 的核心词汇pet hospital，适时的复现能唤醒学生的语言知识储备，学生可以在课堂上更加高效地输出。

4. Picture 4

T: How do they feel now?

S1: They are/feel worried.

T: What happened?

S2: Maybe...

T: Look. The cat is in the tree. It can’t come down. Alright. Let’s act the worried girl and the worried cat.

学生分大组扮演角色。

T: What does Sarah say?

S3: Don’t worry.

T: Sarah feels worried, but she says “Don’t worry”. What’s Sarah like?

S4: She is kind/nice.

设计意图：提高学生对情绪的感知力和思考力，同时让学生理解关于情绪的表达可以“言不由衷”。

5. Picture 5

T: A firefighter helps them.Sarah says ...

S1/2: Haha, my cute/lovely/...cat～ Thank you, sir!

T: The cat says...

Ss: Meow～Meow～

T: The firefighter says...

S3: You’re welcome!

T: At last...

S4: At last, they are happy again.

设计意图：学生一直在情境中运用核心词汇描述故事主角的情绪变化，清楚知道情绪的缘由、反应和自己（或他人）的应对言语。

Step 4. Consolidation &extension

1. Finish the story on the task sheet.

学生先口头回答，再在task sheet 上书写完成故事填空。教师给部分task sheet 拍照，学生齐读并对照答案书写。

设计意图：将本课核心词汇挖空填入，既可以检测学生的掌握情况，又为复述做好铺垫。

2. Act out the story.

T: Now I need 3 students to be my partners. I’m Sarah. Who wants to be a Cat/Firefighter?And who can read these sentences in brown?

T: Now, four students a group. You have 3 minutes to practice. You can stand up and move out of your seats.

设计意图：鼓励学生尝试改编故事，创新表演，丰富语言输出的同时，让学生的个性化语言得到展示的机会。

Step 5. Homework（略）